### 1: The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.

1.7.1: The student represents and uses numbers in a variety of equivalent forms.

1.7.1.A: compare and order integers and positive rational numbers;

1.7.1.B: convert between fractions, decimals, whole numbers, and percents mentally, on paper, [or with a calculator]; and

1.7.1.C: represent squares and square roots using geometric models.

1.7.2: The student adds, subtracts, multiplies, or divides to solve problems and justify solutions.

1.7.2.A: represent multiplication and division situations involving fractions and decimals with models, including [concrete objects,] pictures, words, and numbers;

1.7.2.B: use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

1.7.2.C: use models, such as [concrete objects,] pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms;

1.7.2.D: use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio;

1.7.2.E: simplify numerical expressions involving order of operations and exponents;

### 2: The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning.

2.7.3: The student solves problems involving direct proportional relationships.

2.7.3.B: estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, unit costs, and related measurement units.

2.7.4: The student represents a relationship in numerical, geometric, verbal, and symbolic form.

2.7.4.A: generate formulas involving unit conversions, perimeter, area, circumference, volume, and scaling;

2.7.4.B: graph data to demonstrate relationships in familiar concepts such as conversions, perimeter, area, circumference, volume, and scaling; and

2.7.4.C: use words and symbols to describe the relationship between the terms in an arithmetic sequence (with a constant rate of change) and their positions in the sequence.

2.7.5: The student uses equations to solve problems.

2.7.5.A: use [concrete and] pictorial models to solve equations and use symbols to record the actions; and

2.7.5.B: formulate problem situations when given a simple equation and formulate an equation when given a problem situation.

### 3: The student will demonstrate an understanding of geometry and spatial reasoning.

3.7.6: The student compares and classifies two- and three-dimensional figures using geometric vocabulary and properties.

3.7.6.A: use angle measurements to classify pairs of angles as complementary or supplementary;

3.7.6.B: use properties to classify triangles and quadrilaterals;

3.7.6.C: use properties to classify three-dimensional figures, including pyramids, cones, prisms, and cylinders; and

3.7.6.D: use critical attributes to define similarity.

3.7.7: The student uses coordinate geometry to describe location on a plane.

3.7.7.A: locate and name points on a coordinate plane using ordered pairs of integers; and

3.7.7.B: graph reflections across the horizontal or vertical axis and graph translations on a coordinate plane.

3.7.8: The student uses geometry to model and describe the physical world.

3.7.8.B: make a net (two-dimensional model) of the surface area of a three-dimensional figure; and

3.7.8.C: use geometric concepts and properties to solve problems in fields such as art and architecture.

### 4: The student will demonstrate an understanding of the concepts and uses of measurement.

4.7.9: The student solves application problems involving estimation and measurement. The student is expected to

4.7.9.B: connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; and

4.7.9.C: estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders.

### 5: The student will demonstrate an understanding of probability and statistics.

5.7.11: The student understands that the way a set of data is displayed influences its interpretation.

5.7.11.A: select and use an appropriate representation for presenting and displaying relationships among collected data, including line plot, line graph, bar graph, [stem and leaf plot,] circle graph, and Venn diagrams, and justify the selection; and

5.7.11.B: make inferences and convincing arguments based on an analysis of given or collected data.

5.7.12: The student uses measures of central tendency and range to describe a set of data.

5.7.12.A: describe a set of data using mean, median, mode, and range; and

5.7.12.B: choose among mean, median, mode, or range to describe a set of data and justify the choice for a particular situation.

Correlation last revised: 3/6/2012

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.